Damath As a Strategy in Teaching Rational Algebraic Expressions for Grade 8 Learners

This study explores the effectiveness of using the Damath board game as a game-based learning strategy in teaching rational algebraic expressions to Grade 8 learners of Tomas Cabili National High School–Annex during the first quarter of School Year 2025–2026. The study utilized a quasi-experimental design involving two groups: one taught through the gallery paired-strip walk method (non-Damath) and another taught using Damath. Both groups took a pretest and a posttest to measure their performance before and after the intervention. The data were analyzed using appropriate statistical tools to determine differences in achievement levels between the two groups. Findings revealed that while both groups showed improvement after the lessons, the students exposed to Damath learning approached obtained significantly higher scores than those taught using the non-Damath group. The results indicated that incorporating games in mathematics instruction can increase student participation, enhance understanding of abstract concepts, and develop a more positive attitude toward the subject. As an output of the study, a lesson guide was developed to help teachers apply the Damath learning approach in teaching rational algebraic expressions. Overall, the study supports the integration of interactive and innovative approaches to make mathematics more engaging and meaningful for learners.